Electronic Portfolio Development Portfolio Development ... Boston: Allyn Bacon. 9 ... final draft or a finished product. 32 The Portfolio Connection

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<ul><li><p>1</p><p>Electronic Portfolio Development</p><p> Combining Multimedia Development andPortfolio Development into:</p><p> 5 Stages of Electronic PortfolioDevelopment Defining the Portfolio Context &amp; Goals</p><p> The Working Portfolio</p><p> The Reflective Portfolio</p><p> The Connected Portfolio</p><p> The Presentation Portfolio</p><p>Dr. Helen BarrettSchool of Education e-mail: afhcb@uaa.alaska.edu</p><p>University of Alaska Anchorage - http://portfolios.alaska.edu/</p></li><li><p>2</p><p>Assumption</p><p>As we move to more standards-based teacher performanceassessment, we need new tools torecord and organize evidence ofsuccessful teaching, for bothpracticing professionals and studentteachers.</p></li><li><p>4</p><p>What is a portfolio?</p><p>l a purposeful collection of student work thatdemonstrates effort, progress and achievement(based on standards)</p><p>l provides a richer picture of student performancethan can be gained from more traditional,objective forms of assessment</p><p>l traditional standards-based portfolios are 3-ringnotebooks, organized with dividers and sectionsfor documents demonstrating each standard (Campbell, et.al., 1997)</p></li><li><p>5</p><p>What is an Electronic Portfolio?</p><p>l uses electronic technologies</p><p>l which allows students/teachers to collectand organize portfolio artifacts in manymedia types (audio, video, graphics, text)</p><p>l using hypertext links to organize thematerial</p><p>l connecting evidence to appropriatestandards (in a standards-based portfolio)</p></li><li><p>6</p><p>Electronic or Digital Portfolio?</p><p>l An Electronic Portfolio contains artifactsthat may be in analog form, such as avideo tape, or may be in computer-readable form</p><p>l A Digital Portfolio contains artifacts thathave been transformed into computer-readable form (digitized/scanned/input)</p></li><li><p>7</p><p>What is a teaching portfolio?</p><p>A teaching portfolio is the structured,documentary history of a set of coachedor mentored acts of teaching,substantiated by samples of studentportfolios, and fully realized only throughreflective writing, deliberation, andconversation. (Shulman, 1998)</p></li><li><p>8</p><p>A portfolio is not merely a collection ofcourse projects, assignments,videotapes, and pictures designed toimpress someone. If it is to meet its fullpotential, a portfolio must be organized,goal-driven, performance-basedevidence that indicates the attainment ofthe knowledge, skills, and attitudesneeded to be a teacher. (p.21)</p><p>Campbell, Melenyzer, Nettles, &amp; Wyman (2000).Portfolio and Performance Assessment in Teacher Education.</p><p>Boston: Allyn &amp; Bacon.</p></li><li><p>9</p><p>We have found that as students progressthrough a teacher education program thathas a portfolio assessment system, theyincreasingly understand the power andpotential of portfolios for giving direction toreflect on throughout their professionallives. (p. x)</p><p>Campbell, Melenyzer, Nettles, &amp; Wyman (2000).Portfolio and Performance Assessment in Teacher Education.</p><p>Boston: Allyn &amp; Bacon.</p></li><li><p>10</p><p>Scrapbook or portfolio?</p><p>...Tom Bird...asked us to think about thedistinction between the teachers filingcabinet and the teachers portfolio. Asteachers, we accumulate a great deal ofdocumentation of our work. Butdepending on the case we have tomake, we draw from the filing cabinetand create a particular portfolio.(Shulman, 1998)</p></li><li><p>12</p><p>Types of Portfolios</p><p>l Working Portfolios-an intentional collection of work guided by learningobjectives</p><p>l Display, Showcase, or Best WorksPortfolios - demonstrate the highest level ofachievement - a celebration of learning</p><p>l Assessment Portfolios- to document student learning on specific curriculumoutcomes</p></li><li><p>13</p><p>Why use technology?Sheingolds Reasons (1992)</p><p>l To make work in many mediaaccessible, portable, examinable, widelydistributable</p><p>l To make performance replayable andreviewable; it is important to see morethan once</p><p>l To address ownership issues of student-created work</p><p>l To address storage issues</p></li><li><p>14</p><p>Why use technology?(Barretts assumptions)</p><p>l Today, many documents are initially createdwith a computer, anyway.</p><p>l Hypertext links allow clear connectionsbetween standards and portfolio artifacts</p><p>l Creating an EP can develop teachers skills inusing multimedia technology</p><p>l Modeling: A teacher with an EP will be morelikely to have students with EPs.</p><p>l Its fun &amp; easier to manage the process!(especially storage, presentation, and duplication)</p></li><li><p>15</p><p>Benefits of Professional Portfolios</p><p>l Documentation of Growth &amp; Achievementl Self-assessment of Professional Goals</p><p>l Staff Developmentl Employment Interviews</p><p>l Advancementl Performance Reviews</p><p>l Lifelong Learning Tooll Source of Affirmation &amp; Pride</p><p>l Sharing with StudentsRolheiser, Bower, &amp; Stevahn (inpress) The Portfolio Organizer:A Guide for Decision Making</p></li><li><p>16</p><p>Electronic Portfolio Development isbased on two bodies of literature:</p><p>Portfolio DevelopmentLiterature</p><p>l Collectionl Selectionl Reflectionl Projection</p><p>(or Direction)(Danielson &amp; Abrutyn (1997)An Introduction to Using Portfolios in theClassroom. Alexandria: Association forSupervision and Curriculum Development.</p><p>Multimedia DevelopmentLiterature</p><p>l Assess/Decidel Designl Developl Implementl Evaluate</p><p>Ivers, K., &amp; Barron, A. E. (1998) MultimediaProjects in Education. Englewood, CO: LibrariesUnlimited, Inc.</p></li><li><p>17</p><p>Collection</p><p>l The primary activity of a working portfolio.</p><p>l Dont save everything!</p><p>l Purpose and audience and future use ofartifacts will determine content.</p><p>Danielson &amp; Abrutyn (1997). An Introduction to Using Portfolios in the Classroom. ASCD</p></li><li><p>18</p><p>Selection</p><p>l Students examine what has beencollected to decide what should be movedto a more permanent assessment ordisplay portfolio.</p><p>l Criteria should reflect the learningobjectives of the curriculum. (Danielson &amp; Abrutyn [ASCD], 1997, p. 13)</p><p>l This is where many electronic portfolios end!</p></li><li><p>19</p><p>Reflection</p><p>l Students articulate their thinking abouteach piece in their portfolio.</p><p>l Through this process of reflection,students become increasingly aware ofthemselves as learners.</p><p>l Use reflective prompts.l Include reflections on every piece plus</p><p>overall reflection on entire portfolio. (Danielson &amp; Abrutyn [ASCD], 1997, pp.15-16)</p></li><li><p>20</p><p>Reflection</p><p>l The use of portfolios not only helpsstudents make better progress onthe skills in the curriculum; it alsohelps them develop critical skillssuch as reflection and self-evaluation which are fundamentalto excellence in any walk of life.(Danielson &amp; Abrutyn [ASCD], 1997, p. 26)</p></li><li><p>21</p><p>Projection</p><p>l Looking ahead and setting goals forthe future.</p><p>l Students see patterns in their work.l These observations can help</p><p>identify goals for future learning.</p><p> (Danielson &amp; Abrutyn [ASCD], 1997, p. 18)</p></li><li><p>22</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>l PROJECT purposesl COLLECT and</p><p>organize artifactsl SELECT key artifactsl INTERJECT</p><p>personality</p><p>l REFLECTmetacognitively</p><p>l INSPECT to self-assessl PERFECT and evaluatel CONNECT and</p><p>conference</p><p>l INJECT/EJECT toupdate</p><p>l RESPECTaccomplishments</p></li><li><p>23</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>lPROJECT purposes- the big picturegoals for the portfolio</p><p>Projecting is focusing.</p></li><li><p>24</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>lCOLLECT and organize theartifacts</p><p>Collection is abundance.</p></li><li><p>25</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>lSELECT key artifacts- contents of the portfolio- prioritize</p><p>Selection is abandonment.</p></li><li><p>26</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>lINTERJECT personality- cover, design, layouts- personal touch</p><p>Interjection is style and flair.</p></li><li><p>27</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>lREFLECT metacognitively- label each artifact formeaning and value- give voice to why an artifactis included</p><p>Reflection is a mirror into the self.</p></li><li><p>28</p><p>Reflection and Learning</p><p>"We do not learn fromexperience.</p><p>We learn from reflecting onexperience.</p><p>-John Dewey</p></li><li><p>29</p><p>from Kay Burke (1997)Designing Professional Portfolios for Change</p><p>"Without written commentaries, explanationsand reflections, the portfolio is no more thana notebook of artifacts or a scrapbook ofteaching mementos. Such a portfolio doesnot reveal the criteria for collecting thecontents, the thoughts of why the itemswere selected, or what the teacher and thestudents learned."</p></li><li><p>30</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>lINSPECT to Self-Assess- meet long-term &amp; short-term goals- evidence of strengths &amp; weaknesses</p><p>Inspection ensures one is oncourse.</p></li><li><p>31</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>lPERFECT and Evaluate- fine-tuning the content- getting ready for grading</p><p>Perfecting is to make a polishedfinal draft or a finished product.</p></li><li><p>32</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>lCONNECT and Conference- share the finished productwith someone- use portfolio as basis formeaningful dialogue</p><p>Connecting is conversing.</p></li><li><p>33</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>lINJECT/EJECT to update- keeps portfolio manageable- regular honing keeps theportfolio fresh</p><p>Injecting/ejecting is the cycle of theportfolio.</p></li><li><p>34</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>lRESPECT Accomplishments- formal exhibition before anaudience</p><p>Respecting is celebration.</p></li><li><p>35</p><p>The Portfolio Connection(Burke, Fogarty, Belgrad, 1994)</p><p>l Three Options for Portfolio Development</p><p>lEssential Portfolio Collect, Select, Reflect</p><p>lExpanded Portfolio Project, Collect, Select, Reflect, Perfect, Connect</p><p>lElaborated Portfolio Project, Collect, Select, Interject, Reflect, Inspect,</p><p>Perfect, Connect, Inject/Eject, Respect</p></li><li><p>36</p><p>Portfolio Organizer(decision-making points, not a step-by-step process)</p><p>l Purpose, Type, Audience, Time Framel Categories for Entries</p><p>l Criteria for Entriesl Work Samples</p><p>l Reflectionsl Storing and Organizing Portfolios</p><p>l Sharing the Learning: Conferences &amp; Responsesl Goal Setting</p><p>l Self-Evaluationl Getting Started</p><p>Rolheiser, Bower, &amp; Stevahn (in press) The PortfolioOrganizer: A Guide for Decision Making</p></li><li><p>37</p><p>Multimedia Development</p><p>InstructionalDesign Stages</p><p>l Assess or Decidel Design or Planl Developl Implementl Evaluatel Present or Publish</p><p>MultimediaAuthoring Skills</p><p>l Use Authoring Toolto structure navigation</p><p>l Scan Graphicsl Digitize Soundl Digitize Videol Write CD-R/W or</p><p>Post to WWW</p></li><li><p>38</p><p>Combining Portfolio Development&amp; Multimedia Development</p><p>PortfolioDevelopment</p><p>lPurpose &amp; Audience</p><p>lCollectlInterject</p><p>lSelectlReflect, Direct</p><p>lPerfect, InspectlConnect</p><p>lRespect (Celebrate)</p><p>MultimediaDevelopment</p><p>lDecide, Assess</p><p>lDesign, Plan</p><p>lDevelop</p><p>lImplementlEvaluate</p><p>lPresentlPublish</p><p>Electronic PortfolioDevelopment</p><p>Defining the PortfolioContext &amp; Goals</p><p>The Working Portfolio</p><p>The Reflective Portfolio</p><p>The Connected Portfolio</p><p>The Presentation Portfolio</p><p> 1999, Helen C. Barrett, Ph.D.</p></li><li><p>Levels of digital portfolio development based on ease of use</p><p>0 All documents are in paper format. Some portfolio data may be stored onvideotape.</p><p>1 All documents are in digital file formats, using word processing or othercommonly used software, and stored in electronic folders on a hard drive,floppy disk, or LAN server.</p><p>2 Portfolio data is entered into a structured format, such as a database orHyperStudio template or slide show (such as PowerPoint or AppleWorks)and stored on a hard drive, Zip, floppy disk, or LAN.</p><p>3 Documents are translated into Portable Document Format (PDF) withhyperlinks between standards, artifacts, and reflections using AcrobatExchange and stored on a hard drive, Zip, Jaz, CD-R/W, or LAN server.</p><p>4 Documents are translated into HTML, complete with hyperlinks betweenstandards, artifacts, and reflections, using a Web authoring program andposted to a Web server.</p><p>5 Portfolio is organized with a multimedia authoring program, incorporatingdigital sound and video, then converted to digital format and pressed to CD-R/W or posted to the Web in streaming format.</p></li><li><p>Levels of Digital Multimedia Development</p><p>1 2 3 4 5Text Only Add Images Add Navigation</p><p>(hypertext links)Add digitized</p><p>soundAdd digitized</p><p>video</p><p>Levels of Digital Storage</p><p>1 2 3 4 5FloppyDiskette</p><p>Hard Disk Drive</p><p>Zip DiskJaz Disk</p><p>LAN Server CD-R/W WWW Server</p></li><li><p>39</p><p>Stage 1Defining the Portfolio Context &amp; Goals</p><p>l Portfolio DevelopmentPurpose, Audience</p><p>l Multimedia DevelopmentDecide, Assess</p><p> Identify the purpose of the portfolio.</p><p> Identify the learner outcome goals or standards</p><p> Identify the resources available</p><p> Identify the hardware and software</p><p> Identify time, staff development, etc.</p><p> Assess the technology skills of students/teachers</p><p> Identify the audience for the portfolio</p></li><li><p>Level of Teacher Skill(Relative Ease of Use)</p><p>1 2 3 4 5Limitedexperience withdesktopcomputer - ableto use mouse,menus, runsimpleprograms</p><p>Level 1 PLUSproficiencywith a wordprocessor, basice-mail andInternetbrowsing; enterdata into a pre-designeddatabase</p><p>Level 2 PLUSable to build asimplehypertext (non-linear)document withhypertext links(using either ahypermediaprogram likeHyperStudio,Adobe AcrobatExchange, oran HTMLWYSIWYGeditor)</p><p>Level 3 PLUSable to recordsounds, scanimages, outputcomputerscreens to aVCR; design anoriginaldatabase</p><p>Level 4 PLUSmultimediaprogrammingor HTMLauthoring;createQuickTimemovies live orfrom tape;program arelationaldatabase</p></li><li><p>40</p><p>Stage 1Appropriate Technology Tools &amp; Strategies</p><p> Use whatever software tools are currently being used to collectartifacts, storing them on a hard drive, a server, or videotape.Set up electronic folders for each standard to organize the artifacts(any type of electronic document). [Level 1] AND</p><p> Use a word processor, database, hypermedia software or slideshow to articulate the standards to be demonstrated in the portfolioand to organize the artifacts. [Level 2] OR</p><p> Use an HTML editor to articulate the standards to bedemonstrated in the portfolio and to organize the artifacts. [Level 4]OR</p><p> Use a multimedia authoring program to organize by thestandards to be demonstrated in the portfolio. [Level 5]</p></li><li><p>41</p><p>Elements of Portfolio Planning</p><p>lPurpose</p><p>lAudience</p><p>lProcess</p></li><li><p>42</p><p>A few words about the primaryaudience for the portfolio</p><p>l If you focus on electronic portfolios foremployment AND the primary audience(principals) doesn't look at it, then studentsbecome frustrated.</p><p>l If you focus on electronic portfolios forevidence of professional development, ANDthe primary audience (the student &amp; faculty)uses the portfolio to validate that growth,then students become empowered.</p></li><li><p>43</p><p>Confusion of purpose(Breault, AERA, 2000)</p><p>l Research on metacognition in preserviceportfolio development has shown thatfaculty and students see different purposesfor portfolios:</p><p>l Students see portfolios as marketing toolsl Faculty see portfolios as assessment and</p><p>formative evaluation toolsl The confusion of purpose can create</p><p>dissonnance.</p></li><li><p>44</p><p>High Stakes Portfolios</p><p>l The move to high stakesperformance portfolios mayundermine the transformative natureof reflective portfolios.</p><p>l Be aware of the conflicting purposesand values when developingportfolios</p><p>(AERA, 2000)</p></li><li><p>42</p><p>Why use Standards inPortfolios?</p><p>Standards come alive whenthey are assessed throughperformance-based meanssuch as portfolios.</p><p>National Evaluation Systems (1997) Linking Standards andAssessment. (p.30)</p></li><li><p>43</p><p>Organizing framework</p><p>lMost states have adoptedstandards for both students,practicing teachers, and newteachers. These standards forman i...</p></li></ul>